This Profile revisits Janet Emig’s influential article, explaining its original context and arguing for its continuing relevance in the current AI moment. The author encourages recovering the term “originating” and refocusing attention on how the timing, speed, and pacing of composing affect learning.
This article reports on a collaboration between a scholar of writing studies and a scholar of education to denaturalize the idea of writing at the graduate level being learned passively through disciplinary courses. Being able to communicate expertise clearly is a key competency of graduate education. Yet graduate writers often receive insufficient support. The authors redesigned a master’s-level course in the field of education, adding explicit writing instruction, peer review and revision activities, and a course text on writing, and shifting the core assignment from an end-of-term paper to a multistage, peer-oriented project. The authors then studied the impact of the writing instruction on one student through the lens of literacy scholar and teacher educator Gholdy Muhammad’s instructional equity framework. This narrative case study relays how one student processed and implemented the writing activities both in the course and, later, as a teacher. Her narrative suggests benefit in cross-departmental partnerships for integrating writing instruction into graduate courses across disciplines for holistic graduate learning.
This article reports on responses to a survey that invited students and instructors involved in writing-intensive courses to reflect on their views regarding the concern that generative artificial intelligence (GenAI) could be used in ways that undermine learning. Coding of both populations’ responses to an open-ended question suggests that students and instructors share a common reference world that could result in deliberative conversations regarding GenAI, writing, and learning. These results help define the nature of that reference world and offer emerging topoi from which productive discussion about the place of GenAI in postsecondary writing instruction could proceed.
